Application Activity 1
Time frame:
This application activity will probably take about three Science class periods. 

Objectives:   I
Identify characteristics of the nine planets. 
Use a spreadsheet program to catalog planetary information.
Use the internet to collect information on the planets.

Student Activity:
Students will use a database or spreadsheet program to collect information on the planets.  Categories could include but are not limited to:  diameter, average distance from the sun, mass, surface gravity, length of day, length of year, atmosphere, moons, range of temperatures, exploration, geology, and special features.  See example below.
 

Application Activity 2
Time frame:
This activity will take about a week to complete.  Some work may have to be completed outside of class.

Objectives: 
Use technology to create an informative brochure on a planet.

Materials: 
For the class:  Sample travel brochures, internet access, word processing  program, colored pencils, markers, rulers, scissors, etc.
For each group:  1 large, black garbage bag
For each student:  1 Solar System Travel Brochure sheet
Student Activity:
Students will need to work in groups of 2-3 for this activity.  You may have students who want to work alone.   They will begin to work on stations for a solar system “tour”, which will take place later in the unit.  Each group should be assigned a different planet. The asteroid belt or some of the moons of Jupiter or Saturn  could also be included as part of the “tour”.
   1. Each person in the group will be responsible for writing up a
       travel brochure of their part of the solar system.  Hand out the
       Solar System Travel Brochure sheet to each student.   Encourage
       them to be creative, and say things in a interesting way - not 
       simply listing facts and measurements. 
   2. Explain that they should focus on what it should be like to be in their 
       assigned part of the solar system.  They should examine questions
       such as whether their planet is in the Suns lifezone.  What pleasures 
       and hardships would a lifeform have to endure in their part of the solar
       system?  What type of suit or other adjustments would humans need? 
   3. Pass out some sample brochures from a travel agency as examples. 
       Have students read some of the descriptions on the  brochures.
   4. Before you assign the groups, have a brainstorming session as a class 
       to generate possible resources and search strategies.  Post the two 
       lists somewhere in the room so students can consult them later.
   5. Encourage students to use poems, illustrations, models, comparisons, 
       and/or describe strange activities (such as jumping when there is less 
       gravity) that could be performed at their chosen location.  Remind 
       them that although the descriptions and format may be playful, the 
       factual information should be accurate. 
 

Application Activity 3
Time frame:    One to two class periods

Objectives: 
Students will set up a solar system tour station using the parts that they have created in the previous activities. 

Materials: 
1 copy of the Solar System Tour Station sheet.
1 copy of the Tour Chart for the Solar System 
1 copy of the Chart of Key Life Factors sheet
1 copy of the Tour of the Solar System Questions

Student Activity:
  1. Draw an example on the board of what the layout of each station will 
      look like, including title, drawing, pictures, models if you choose to 
      include that, and travel brochures.  Suggest that they may choose to 
      place or tape small size-models on a sheet of paper.
  2. Give groups time to set up their planetary stations.
  3. Distribute the Tour Chart for the Solar System data sheets to each 
      student. With the whole class, read aloud the questions.  Tell your 
      students that these questions are to be answered after completing the 
      tour, but they should  be thinking about them during the tour.
  4. Show the students the Chart of Key Life Factors  and explain that they
      should record information about the planets on this chart during the
      tour, to help them respond to the seven questions after the tour. 
      Review how each category relates to conditions considered suitable or
      necessary for life.
  5. Beginning the Tour - Have the teams stand or sit at the station they
      designed.  Tell them the direction in which they are to move on to the 
      next station when you announce that it is time to switch.  You could 
      play some type of space music while the tour is taking place.  Allow 
      from 3-5 minutes per station.
  6. When all the groups have finished and returned to their original
       stations,  tell them to use the information they've collected to respond
       to the seven questions on the Tour of the Solar System Questions 
       sheet.  Let them know that they may revisit any of the stations while 
       working on the questions.
  7. When everyone has completed the questions, you may want to share 
       and discuss their responses with the whole class, or discuss the more 
       general question, “Using the information you've gathered, where in our
       solar system besides Earth do you think there might be life?”